Assessment at ICC

Student learning is the cornerstone of Independence Community College's mission and we are committed to continuous improvement in order to provide the best possible service. All members of the institution share responsibility for student learning thus ensuring that the continuous improvement of learning is a collaborative enterprise upon which the success of instruction depends.

Professor and students in classTo determine how well students learn what is being taught, faculty develop and use a systematic process to assess student academic achievement. Faculty members assess student learning at the course, program, and general education level; thus, in each course, and for each program, faculty members identify the student learning outcomes that are appropriate for that learning experience. This assessment takes place throughout a student's academic career.

Assessment activities are a critical component of successful teaching. Faculty members analyze the results so they can develop strategies to help improve student learning in the future. Faculty are also engaged in the assessment of general education outcomes embedded in their programs. Assessment results help guide faculty as they continuously improve teaching, learning, courses, programs, curriculum, and future assessment.

Student Learning Outcomes

Student Learning Outcomes Assessment is a deliberate, systematic, and collaborative process driven by the College's commitment to improve student learning. It is a purposeful course of action that defines student accomplishments in terms of expected learning outcomes and core competencies. Actual student achievement is measured using established internal standards and external benchmarks. Faculty members develop direct and indirect measures to determine if these outcomes are being achieved. They use tests, research papers, projects, presentations, or standardized examinations to discover how well students who have passed a course actually achieved the expected learning goals. The outcomes assessment process is learning-centered and accumulates data from numerous sources to determine what students know, what skills they possess, how they conceptualize, and how they will continue to learn. The overall goal of assessment is to create a quality learning environment under ideal conditions through the use of best practices that inspire creativity, innovation, and critical thinking.

General Education Learning Outcomes

The purpose of general education at ICC is to shape the development of students according to these values. Students fulfill general education requirements at Independence Community College by demonstrating competency in the following:

  • Analysis and Oral Communication
    • Students will be able to communicate effectively and integrate information from credible resources.
  • Mathematics and Science
    • Students will be able to process numeric, symbolic, and graphic information to predict phenomena in the natural world and apply appropriate problem-solving techniques.
  • Fine Arts and Aesthetics
    • Students will be able to identify expressive qualities and elements of fine arts. 
  • Cultural Studies
    • Students will be able to articulate an understanding of tolerance of cultural diversity.
  • Health and Well-Being
    • Students will be able to articulate a connection between human behaviours and their impacts on well-being. 
  • Human Heritage
    • Students will be able to demonstrate an understanding of the broad diversity of the human experience.
  • Social and Political Awareness
    • Students will be able to explain the impact of societal structures in their lives. 
  • Business and Technology
    • Students will be able to explain concepts of financial systems and/or use current technology efficiently and responsibly. 

Program Learning Outcomes

All programs have identified learning outcomes that describe the knowledge, skills, and attitudes that students develop through successful completion of the program. Program Outcomes are listed on the college website.

Expectations and Assurances


The assessment plan is based on ICC’s values; therefore, it is designed to encourage learning from our assessment process to make data driven decisions.  Given the broad scope of the field of educational assessment as well as the variety of activities in which professionals may engage, it is unlikely that any assurances will cover the professional responsibilities involved in every situation or activity in which assessment is used in education.  This code applies to any type of assessment that occurs as part of the educational process used in making educational decisions at any level.  Ultimately, it is hoped that this code/assurance will serve as the basis for ongoing discussions about what constitutes professionally responsible practices.  


Employees of Independence Community College shall uphold and adhere to the mission and purposes of the college and promote its stipulated goals and objectives. College loyalty shall be carried out conscientiously, in accordance with the statutes of Kansas and in an ethically responsible manner. Employees of Independence Community College shall honor the policies/directives included in this document, and follow the procedural guidelines produced in the assessment manual. 

1.    Employees shall exercise honesty through accountability and responsibility for reporting factual information in reporting all analytical data.
2.    Employees shall abide by KBOR guidelines for assessing programs as well as individual courses; This would include utilizing KBOR course outcomes in assessment reporting.
3.    Employees must follow specific process for assessment as indicated in section D of this assessment manual.
4.    If there is a violation of the expectations in this document it will be handled using existing administrative processes.

The Independence Community College Assessment Committee

Provide recommendations and implementation that move the college toward a comprehensive outcomes assessment culture.

1.    Provide educational programs to the campus regarding outcomes assessment theory and practice.
2.    Adopt at least one annual assessment project or component of a multi-year project, and coordinate that project to completion.
3.    Recommend college policy regarding implementation of outcomes assessment.
4.    Prepare a one-page summary of the effectiveness of its work for the Council of Chairs.

The Sub-Committee for Co-Curricular Assessment will review co-curricular operational plans and report on co-curricular assessment to the full Assessment Committee.

During the annual call for volunteers, interested employees should indicate the willingness to serve on this committee. Additional “recruitment” of members may be necessary to have representation from all employee groups. 

Committee Composition: 
The committee will elect a Vice-Chair and Secretary each August. The previous year’s Vice-Chair will become Chair in August. If the previous Vice-Chair is no longer employed by the college or otherwise unable to fulfill their duty as Chair, then a new Chair will be elected when Vice-Chair and Secretary elections occur. All members may serve a single year. Because outcomes assessment is not confined to academics, it is essential that all areas of the college be represented on this committee, and the leaders of each administrative division will recruit representatives to fill in any gaps. 

The chair will be responsible for all meetings. The chair will attend the Committee Chairs Meeting with the President. It is further recommended that the chair of this committee not be the chair of any other standing committee.  
Meeting Time 
Once monthly, with date and time to be decided annually by committee. Chair will notify group of times and dates. Additional meetings may be called by the Chair as needed.

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